Please start by listing your team members: JOSH ELLIS (THE ONLY MAN!!!)
Darlene Shaw
Tanya Morton
Gillian Muir
We are planning on focusing on audience point of view from the media document. We heard at the end of the session that their is a lesson posted about this already. Do you know more? October 30th, 2008 -Hey Group, we should date our entries so then we have a good timeline on here and hopefully don't overlook something. This looks really good so far Tanya. Are there any definate clips/commercials people are thinking of, I am pretty good at using Youtube and can find almost any cool commercials out there. Josh I get some clips ready to bring anways, and we can look over a few. Check out these websites. There are some great ideas that I think we can use. mediaeducationproject.ca - site that is lead by Dr. Mark Lipton at Uof G. He has fabulous ideas. tech2learn.wiki - Brenda shared this with me last night. There is a terrificu sb lesson about point of view. yourpointofview.com - videos, pics, clips etc. that support teaching point of view Key Concept (from Guide to Eff.Media p. 35) Each person interprets messages differently. Question: How might others understand this message differently? The Media have special interests - commercial, ideological, political. Most media messages are created for profit or to persuade. Questions: Who created this message and why? Who benefits if the message is accepted? Who may be disadvantaged? Ask students to watch their favourite television program or vist their favourite website (or any commercial) and have them try to find answers to the following questions? Who is bringing me this program or website (or commercial) and why? What "construction tools" have been used in the advertising to capture my interest? How much of the advertising has to do with the actual product, as opposed to being about lifestyle or attitude? *These are the kind of things I would like to focus on in our lesson. I know this is a bit different than what we talked about before. Tanya Here is the lesson that we worked on as it stands, from before. Media Literacy LessonTeaching Focus: Interpret messages portrayed by commercials. Rationale: Commercials present a particular perspective or bias for a certain purpose to appeal to a specific audience. Analyse how commercials are constructed to present a particular viewpoint or to influence the audience. Audience: Grade 4-6 Assessment: Observation of active participation and quality discussion. Assessment of post discussion and written response. Prior Knowledge: Students need to practice: -summarizing and explaining main ideas in various forms of media -identifying author's purpose -work cooperatively in pairs and small groups -lesson to ensure understanding of vocabulary (overt and implied) Curriculum Expectations: 1.1 use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message in an advertisement showing the product’s user surrounded by friends: This product is so good that you and your friends will all like it; implied messages: Using this product will make you popular; not using it may make you an outsider; popularity is based on having the right things)Resources: http://www.youtube.com/watch?v=ixJtFolDn8E smart board airliner smart ideas graphic organizer Guide To Effective Instruction: Reading, Media Differentiated Instruction: -form pairs based on individual needs, strengths and interests. -use a variety of pirnt and visual text at various reading levels -graphic organizers -provide additional teacher support (verbal prompting) as appropriate -provide air-liner technology for specific students Assessment Before Teaching:INSTRUCTION:Before Viewing Review vocabulary overt and implied. Re-read definitions. Highlight that this will be the focus for today's media lesson. Discuss expectations with regards to questions. TPS (Think, Pair, Share) What do you see? What does it make you think of? What does it mean to you? Show graphic organizer in Notebook. *students will use airliner and smartboard with a 3 part graphic organizer with these question headings During Viewing: Watch video all the way through once. TPS questions What did you see? What does it make you think of? What does it mean to you? Introduce the smart ideas graphic organizer to show overt and implied levels of graphic organizer. Watch video again. Brainstorm overt and implied messages. What are the overt (obvious) and implied (hidden) messages conveyed by this commercial, which displays the logo of a sports drink?Do you think this commercial sends a message about the person drinking it? Focus will be on overt messages. De-code video by pausing (using space bar) to discover implied messages. Pause and have kids find implied messages by highlighting these specific frames of the video. What isn't being said about the topic? 1. Video Game 2. Mini-zambonis 3. Brain - older man 4. Gatorade in fuel gage (logo) 5. Penguins 6. Stanley Cup Pistons 7. Pucks stoking the fire. 8. Fire is a hockey mask (heating up looking for the target) 9. Extra vison (edge from the Gatorade) 10. Zeroing in on the target (video game reference) 11. When "Brain" and "Eye" are working together he committed to the shot 12. Gatorade on the end boards. (symbolizes victory in his moment of glory) 13. Red goal light going on in his brain. 14. Is it INyou. After viewing:Is the implied message more powerful than the overt message? Why, or why not? TPS their ideas. Write a written response. (in either groups, pairs or individually; based on student need and ability)
Please start by listing your team members: JOSH ELLIS (THE ONLY MAN!!!)
Darlene Shaw
Tanya Morton
Gillian Muir
We are planning on focusing on audience point of view from the media document. We heard at the end of the session that their is a lesson posted about this already. Do you know more? October 30th, 2008 -Hey Group, we should date our entries so then we have a good timeline on here and hopefully don't overlook something. This looks really good so far Tanya. Are there any definate clips/commercials people are thinking of, I am pretty good at using Youtube and can find almost any cool commercials out there. Josh I get some clips ready to bring anways, and we can look over a few. Check out these websites. There are some great ideas that I think we can use. mediaeducationproject.ca - site that is lead by Dr. Mark Lipton at Uof G. He has fabulous ideas. tech2learn.wiki - Brenda shared this with me last night. There is a terrificu sb lesson about point of view. yourpointofview.com - videos, pics, clips etc. that support teaching point of view Key Concept (from Guide to Eff.Media p. 35) Each person interprets messages differently. Question: How might others understand this message differently? The Media have special interests - commercial, ideological, political. Most media messages are created for profit or to persuade. Questions: Who created this message and why? Who benefits if the message is accepted? Who may be disadvantaged? Ask students to watch their favourite television program or vist their favourite website (or any commercial) and have them try to find answers to the following questions? Who is bringing me this program or website (or commercial) and why? What "construction tools" have been used in the advertising to capture my interest? How much of the advertising has to do with the actual product, as opposed to being about lifestyle or attitude? *These are the kind of things I would like to focus on in our lesson. I know this is a bit different than what we talked about before. Tanya Here is the lesson that we worked on as it stands, from before. Media Literacy Lesson Teaching Focus: Interpret messages portrayed by commercials. Rationale: Commercials present a particular perspective or bias for a certain purpose to appeal to a specific audience. Analyse how commercials are constructed to present a particular viewpoint or to influence the audience. Audience: Grade 4-6 Assessment: Observation of active participation and quality discussion. Assessment of post discussion and written response. Prior Knowledge: Students need to practice: -summarizing and explaining main ideas in various forms of media -identifying author's purpose -work cooperatively in pairs and small groups -lesson to ensure understanding of vocabulary (overt and implied) Curriculum Expectations: 1.1 use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message in an advertisement showing the product’s user surrounded by friends: This product is so good that you and your friends will all like it; implied messages: Using this product will make you popular; not using it may make you an outsider; popularity is based on having the right things) Resources: http://www.youtube.com/watch?v=ixJtFolDn8E smart board airliner smart ideas graphic organizer Guide To Effective Instruction: Reading, Media Differentiated Instruction: -form pairs based on individual needs, strengths and interests. -use a variety of pirnt and visual text at various reading levels -graphic organizers -provide additional teacher support (verbal prompting) as appropriate -provide air-liner technology for specific students Assessment Before Teaching: INSTRUCTION: Before Viewing Review vocabulary overt and implied. Re-read definitions. Highlight that this will be the focus for today's media lesson. Discuss expectations with regards to questions. TPS (Think, Pair, Share) What do you see? What does it make you think of? What does it mean to you? Show graphic organizer in Notebook. *students will use airliner and smartboard with a 3 part graphic organizer with these question headings During Viewing: Watch video all the way through once. TPS questions What did you see? What does it make you think of? What does it mean to you? Introduce the smart ideas graphic organizer to show overt and implied levels of graphic organizer. Watch video again. Brainstorm overt and implied messages. What are the overt (obvious) and implied (hidden) messages conveyed by this commercial, which displays the logo of a sports drink? Do you think this commercial sends a message about the person drinking it? Focus will be on overt messages. De-code video by pausing (using space bar) to discover implied messages. Pause and have kids find implied messages by highlighting these specific frames of the video. What isn't being said about the topic? 1. Video Game 2. Mini-zambonis 3. Brain - older man 4. Gatorade in fuel gage (logo) 5. Penguins 6. Stanley Cup Pistons 7. Pucks stoking the fire. 8. Fire is a hockey mask (heating up looking for the target) 9. Extra vison (edge from the Gatorade) 10. Zeroing in on the target (video game reference) 11. When "Brain" and "Eye" are working together he committed to the shot 12. Gatorade on the end boards. (symbolizes victory in his moment of glory) 13. Red goal light going on in his brain. 14. Is it IN you. After viewing: Is the implied message more powerful than the overt message? Why, or why not? TPS their ideas. Write a written response. (in either groups, pairs or individually; based on student need and ability)